Abstract
The aim of the study is to determine the perception of workload of primary and secondary school teachers in Turkey in accordance with teachers’ opinion. The research data were collected using phenomenological pattern which is one of qualitative research methods, and analysis of documents was made. The research was made on 72 Primary and Secondary school teachers who have at least three years seniority working in 24 schools subordinate of Directorate of Istanbul Provincial Education. Data were collected through semi-structured interviews. The analysis of the resulting data was conducted by inductive content analysis. In the study, teachers generally state that security duties of teachers should be transferred to the security companies, and teachers should not interfere to the duty of collecting money from students in no way under any intentions. Again, according to the findings of the research, the most fatiguing, puzzling and time consuming issues as for teachers should be reduced which are, documents and correspondences, student tracking and control, disciplinary procedures, administrative meetings, collection of dues, ceremonies and celebrations, home visits and development of material as well. Questions of survey related to special education and guidance and counseling services should be asked by experts of this section and related ones since the related questions include very special subjects for children; as for data entries, they must be done by the school officers. The results are significant due to the fact that they offer a sight for the stakeholders about the works stated in teachers’ job description and the perception of the teachers themselves related to their workload.
Highlights
When the teacher concept is considered a person is thought who is standing in front of the class controlling events, maintaining most of the dialogues, transferring information, asking questions, evaluating, punishing, rewarding, demonstrating, sourcing, definitely the most active and dominant character who is taking all of the responsibilities of the process her/himself
The aim of the study is to determine the perception of workload of primary and secondary school teachers in accordance with teachers’ opinion
Teacher views related to the workload specified as the amount of the work to be done at a certain time and a certain quality and the work load perceptions of the teachers’ which may vary according to the circumstances of
Summary
When the teacher concept is considered a person is thought who is standing in front of the class controlling events, maintaining most of the dialogues, transferring information, asking questions, evaluating, punishing, rewarding, demonstrating, sourcing, definitely the most active and dominant character who is taking all of the responsibilities of the process her/himself. The role of the teaching profession and behavior has changed, especially with the introduction of the concepts such as cooperative learning, active learning, multiple intelligence, life-long learning, creative thinking, constructivist learning into the education system. According to the constructivist learning approach what the teacher has to do is to mediate between the students and the education program and to facilitate the student’s knowledge construction process via preventing the wrong orientation (Açıkgöz, 2003). Teachers teach students collaborative or social skills, so that they can work together more effectively (Jacobs 1998 by Larsen-Freeman, 2003). Depending upon change and renewal of the content of job descriptions of teachers, all aspects of preparation, planning, implementation and evaluation, including the teaching-learning process show variation and differentiation. The current stage reached related to teaching duties and responsibilities raises the consequence of an increase in the amount of work that should be done in a unit time without compromising the quality
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